Context of Lesson: This lesson is following the lab/lessons on the properties and changes of matter, and is introducing the concepts of different states of matter and the Kinetic Theory. Students will learn the difference between solids liquids and gasses on a molecular level, and will become familiar with the behaviors of each state.
Opportunities to Learn:
Depth of Knowledge:
Prerequisite Knowledge: Students need to understand the physical and chemical properties of matter and have to have a sense of what matter is, and what molecules are. Students are also expected to have read section one in the chapter Matter and Energy.(photocopies were handed out last class period).
Plans for Differentiating Instruction: Students will be given a graphic organizer which will accommodate
Accommodations and modifications: The graphic organizer given before the lecture will also serve as a modification because it will be providing students who need it some addition structure during note taking.
Environmental factors: This class requires the use of the projector, as well as the lab benches around the edges of the room (approx. 12 stations).
Materials:
- Powerpoint Presentation
-Graphic Organizers/syring activity on the back
- 15 syringes sealed at the narrow end.
- Water (available in taps at front desk)
- 15 beakers
Objectives:
- Students will be able to compare and contrast the states of matter(solids, liquids, gas).
- Students will illustrate the kinetic theory through physically enacting what the molecules of each state of matter would be doing.
Instruction:
Opening: Students will answer in their journals the question "What controls the movement of air into and out of your lungs as you breathe?" to get them thinking about what factors have an effect on a gas(air) and later in the class this will be revisited.
Engagement:
A. Students will takes notes during a brief power-point introducing the properties and behavior of solids, liquids and gasses. This power-point will also explain the basic tenants of the Kinetic Theory and how it explains the motion of molecules of matter in each physical state. During this lecture students will have a graphic organizer to facilitate good note taking and will be useful as a study guide to them in the future.
B. After a brief explanation of what students are supposed to do, students will take part in a brief activity (during powerpoint) when I am explaining the behavior of the molecules within each state of matter. Students will be asked to get up and move around the room as if they were solids, liquids, and then gases. This will be useful in helping them visualize what the molecules in each state are doing. For Solids they will be in one area of the room, close together moving very little before bumping into someone, then liquids they will have a less condensed area where they can move a bit more, and as gasses they will be able to move around the entire room easily with lots of empty space around them.
C. After finishing the lecture (gas being the last topic covered) students will be asked to go to the lab benches in groups of 2 or 3, where there will be a syringe, some water, and a beaker provided at each station. Students will performing a mini lab comparing water to air.
-Step 1: Insert the plunger into the syringe (sealed at one end) and push it as far as you can. Use the markings on the side to read the volume of air inside the syringe, and record that volume.
-Step 2: Remove the plunger and fill the syringe with water by submerging it in the container of water at your station.
-Step 3: While holding the syringe over the container, insert the plunger and push it as far as you can. Record the volume of water in the syringe.
-Question: Which is harder to compress? Air or Water? And in which material are the particles closer together? Explain your answer.
Closure: After returning to their seats, I will revisit the journal question from the beginning of the period.
-Based on what you now know about how gas behaves, how do you think the amount of air in your lungs is affected?
-What factors have an effect on the change of volume?
Assessment:
Students will be informally assessed during this lesson through an understanding check (thumbs up if you get it, thumbs down if you dont, thumbs sideways if your in between,) during the lecture, and also by how they perform during the kinetic theory activity. Students will also be assessed formally through the syringe activity, which will be checked for completion and accuracy. Students will be summatively assessed on this material during the unit exam.
Lesson Plan
Lesson Title: Solids Liquids Gases
State Standards: GLEs/GSEs
PS1National Standards:
Context of Lesson: This lesson is following the lab/lessons on the properties and changes of matter, and is introducing the concepts of different states of matter and the Kinetic Theory. Students will learn the difference between solids liquids and gasses on a molecular level, and will become familiar with the behaviors of each state.
Opportunities to Learn:
Depth of Knowledge:
Prerequisite Knowledge: Students need to understand the physical and chemical properties of matter and have to have a sense of what matter is, and what molecules are. Students are also expected to have read section one in the chapter Matter and Energy.(photocopies were handed out last class period).
Plans for Differentiating Instruction: Students will be given a graphic organizer which will accommodate
Accommodations and modifications: The graphic organizer given before the lecture will also serve as a modification because it will be providing students who need it some addition structure during note taking.
Environmental factors: This class requires the use of the projector, as well as the lab benches around the edges of the room (approx. 12 stations).
Materials:
- Powerpoint Presentation-Graphic Organizers/syring activity on the back
- 15 syringes sealed at the narrow end.
- Water (available in taps at front desk)
- 15 beakers
Objectives:
- Students will be able to compare and contrast the states of matter(solids, liquids, gas).- Students will illustrate the kinetic theory through physically enacting what the molecules of each state of matter would be doing.
Instruction:
Opening: Students will answer in their journals the question "What controls the movement of air into and out of your lungs as you breathe?" to get them thinking about what factors have an effect on a gas(air) and later in the class this will be revisited.
Engagement:
A. Students will takes notes during a brief power-point introducing the properties and behavior of solids, liquids and gasses. This power-point will also explain the basic tenants of the Kinetic Theory and how it explains the motion of molecules of matter in each physical state. During this lecture students will have a graphic organizer to facilitate good note taking and will be useful as a study guide to them in the future.
B. After a brief explanation of what students are supposed to do, students will take part in a brief activity (during powerpoint) when I am explaining the behavior of the molecules within each state of matter. Students will be asked to get up and move around the room as if they were solids, liquids, and then gases. This will be useful in helping them visualize what the molecules in each state are doing. For Solids they will be in one area of the room, close together moving very little before bumping into someone, then liquids they will have a less condensed area where they can move a bit more, and as gasses they will be able to move around the entire room easily with lots of empty space around them.C. After finishing the lecture (gas being the last topic covered) students will be asked to go to the lab benches in groups of 2 or 3, where there will be a syringe, some water, and a beaker provided at each station. Students will performing a mini lab comparing water to air.
-Step 1: Insert the plunger into the syringe (sealed at one end) and push it as far as you can. Use the markings on the side to read the volume of air inside the syringe, and record that volume.
-Step 2: Remove the plunger and fill the syringe with water by submerging it in the container of water at your station.
-Step 3: While holding the syringe over the container, insert the plunger and push it as far as you can. Record the volume of water in the syringe.
-Question: Which is harder to compress? Air or Water? And in which material are the particles closer together? Explain your answer.
Closure: After returning to their seats, I will revisit the journal question from the beginning of the period.
-Based on what you now know about how gas behaves, how do you think the amount of air in your lungs is affected?-What factors have an effect on the change of volume?
Assessment:
Students will be informally assessed during this lesson through an understanding check (thumbs up if you get it, thumbs down if you dont, thumbs sideways if your in between,) during the lecture, and also by how they perform during the kinetic theory activity. Students will also be assessed formally through the syringe activity, which will be checked for completion and accuracy. Students will be summatively assessed on this material during the unit exam.Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: